Tensiones y posibilidades del investigador educativo colombiano: de la disolución mercantil a la defensa del deseo de saber / Tensions and Possibilities of the Colombian Educational Researcher: From Mercantile Dissolution to the Defense of the Desire to Know

Resumen El artículo expone elementos históricos que han incidido en la configuración de la investigación educativa en Colombia en las últimas décadas para mostrar de qué forma tal contexto ha influenciado en el investigador educativo. En primer lugar, describe vacíos presentes en los trabajos de investigación en educación. Desde allí, el análisis se centra en la universidad contemporánea y los efectos que ha tenido el capitalismo cognitivo y la mercantilización en estas instituciones que son uno de los escenarios donde se efectúa investigación educativa. En un tercer momento, muestra la incidencia de la lógica mercantil en la formación de investigadores educativos. Finalmente, el artículo propone elementos para tensionar el campo e incidir en la formación de los futuros investigadores y en las prácticas de los investigadores vigentes, de tal manera que se logre una reorientación de los parámetros que determinan al campo educativo.

Abstract The article exposes historical elements that have influenced the configuration of educational research in Colombia in recent decades to show how this context has influenced the educational researcher. In the first place, it describes gaps present in educational research works. From there, the analysis focuses on the contemporary university and the effects that cognitive capitalism and commodification have had on these institutions, which are one of the scenarios where educational research is conducted. Thirdly, it shows the incidence of mercantile logic in the training of educational researchers. Finally, the article proposes elements to stress the field and influence the training of future researchers and the practices of current researchers, so as to achieve a reorientation of the parameters, which determine the educational field.

La formación de tutores de doctorado como opción académica de la universidad médica cubana contemporánea / The training of doctoral tutors as an academic option of the contemporary Cuban medical university

El análisis histórico del proceso de formación doctoral en el campo de las ciencias médicas y de la salud en Cuba permite plantear que la forma acostumbrada de ejecutar la tutoría de estudiantes de doctorado resulta de la experiencia obtenida en el ejercicio y la práctica de esta actividad en el transcurso del tiempo. Con poca frecuencia, los potenciales tutores reciben algún entrenamiento acerca del proceso de tutoría, por lo que carecen de las herramientas necesarias para hacer frente a los desafíos del proceso y cumplir con un desempeño profesional exitoso. Por tanto, se impone la propuesta de programas que basados en la reflexión sobre la práctica tutorial nacional y foránea, establezcan herramientas dirigidas a perfeccionar el desarrollo profesional de los tutores en la formación de los doctores. Por todo lo mencionado, y ante los cuestionamientos acerca de la idoneidad y competencias del tutor de doctorado, el objetivo del artículo es argumentar sobre los beneficios que implica el diseño e implementación de programas de formación de tutores en las ciencias biomédicas como estrategia metodológica para fortalecer su preparación, potenciar la producción científica de los doctorandos y elevar la calidad de la formación de los futuros investigadores(AU)

The historical analysis of the doctoral training process in the field of Medical and Health Sciences in Cuba allows us to argue that the customary way of executing the tutoring of doctoral students results from the experience obtained in the exercise and practice of this activity in over time. Infrequently, potential tutors receive some training about the mentoring process, so they lack the necessary tools to face the challenges of the process and meet successful professional performance. Therefore, the proposal of programs is a necessity based on reflection about national and foreign tutorial practice and establishing tools aimed at perfecting the professional development of the tutors in the training of doctors. For all the aforementioned, and in view of the questions about the suitability and competences of the doctoral tutor, the objective of the article is to argue about the benefits of the design and implementation of training programs for tutors in Biomedical Sciences as a methodological strategy to strengthen their preparation, enhance the scientific production of doctoral students and raise the quality of training for future researchers(AU)

Focalizando um momento de mudança na trajetória de 50 anos do PED-PUCSP / Focusing on a moment of change in PED's 50-year trajectory / En foco uno momento de cambio en la trayectoria de 50 años de PED

Completando 50 anos, o Programa de Estudos Pós-graduados em Educação: Psicologia da Educação (PED), da Pontifícia Universidade Católica de São Paulo (PUCSP), é uma referência na área da Educação. No presente texto, é focalizada a produção acadêmica, sob forma de dissertações e teses, a partir de um momento de reestruturação curricular. Tomando-se como referência artigos que realizaram avaliação do PED, bem como informações sobre a produção acadêmica em diferentes períodos, são fornecidos dados que sustentam a hipótese de que a reestruturação curricular foi um dos fatores fundamentais tanto para o aumento da produção quanto da diminuição do tempo de obtenção do título de Mestre ou de Doutor. Finalmente, são indicados aspectos a serem focalizados em novas pesquisas.

Turning 50 years old, the Post Graduate Study Program in Education: Psychology of Education (PED), at PUC-SP, is a reference in the area of ​​Education. The present text focuses on the academic production, in the form of dissertations and theses, from a moment of curricular restructuring. Taking as reference articles that carried out PED's evaluation, as well as information on the academic production in different periods, data are provided that indicate that the curricular restructuring was one of the fundamental factors for both the increase of production and the time decrease to obtain Master's or Doctor's degree. Finally, aspects are indicated to be focused on further research.

Con 50 años, el Programa de Estudios de Posgrado en Educación: Psicología Educativa (PED), de la PUC-SP, es una referencia en la área de Educación. El presente texto se centra en la producción académica, en forma de disertaciones y tesis, desde un momento de reestructuración curricular. Tomando como referencia los artículos que realizaron La evaluación del PED, así como la información sobre la producción académica en diferentes períodos, se proporcionan datos que respaldan la hipótesis de que la reestructuración curricular fue uno de los factores fundamentales tanto para el aumento de la producción, como para la disminución del tiempo requerido para obtener el título de maestria o doctorado. Finalmente, se indica aspectos para futuras investigaciones.

Habilidades informacionales: un requisito de alta demanda en la formación doctoral / Information skills: a crucial requirement in doctoral training

El imponente uso de las tecnologías de la información y la comunicación en el entorno investigativo trae consigo un constante crecimiento y divulgación de la información, lo que demanda la necesidad del dominio de las habilidades para el acceso y el uso adecuado de este recurso. El objetivo de este artículo fue identificar las habilidades informacionales que los doctorandos necesitan desarrollar, basándose en el uso de la información científica para la solución de las tareas de investigación en el proceso de formación doctoral. Para el desarrollo de este trabajo se realizó la revisión bibliográfica, el análisis de la información y del modelado, y se utilizó el software EndNote y Bizagi para el análisis y la discusión de los resultados. El trabajo de investigación se centró en las particularidades del sistema de Educación Superior en Cuba, específicamente en la educación doctoral de posgrado. Se examinaron las etapas de la formación doctoral, con mayor énfasis en las actividades relacionadas con el uso de la información científica. Finalmente se describen las habilidades informacionales que los doctorandos deben dominar para el uso de la información científica, teniendo en cuenta la proyección internacional de la comunidad científica que trabaja la alfabetización informacional(AU)

The impressive use of information and communications technologies in the field of research has resulted in permanent growth and dissemination of information, leading to the need to master the skills involved in the access and adequate use of this resource. The purpose of the study was to identify the information skills that aspiring PhDs need to develop in terms of the use of scientific information to solve research tasks throughout the process of doctoral training. The study was based on a bibliographic review as well as analysis and modeling of the information. EndNote and Bizagi software was used for the analysis and discussion of results. The research focused on the specific features of the Higher Education System in Cuba, particularly as concerns graduate doctoral education. Examination was performed of the doctoral training stages, with greater emphasis on activities related to the use of scientific information. A description is provided of the information skills that aspiring PhDs should master to use scientific information, bearing in mind the international projection of the scientific community involved in information literacy(AU)

Assessing cancer center researcher and provider perspectives on patient engagement.

Participatory research approaches can help ensure research is culturally relevant and aligned with stakeholder priorities, but barriers exist between researchers and community stakeholders, particularly in communities of color. We developed a measurement tool for assessing oncology researcher and provider readiness to undertake patient-engaged research, and piloted this measurement tool among oncology researchers and providers at the hospital's cancer care center. A survey was developed by drawing from existing PCORI assessments as well as creating original questions, in an effort to develop an evidence-based survey tailored to this project. A total of 23 researchers and providers responded to the survey. The majority of respondents indicated that they were moderately or very familiar with the concept of patient-centered outcomes research. Most respondents had little to no experience engaging in participatory research and endorsed several barriers to engaging patients in the research process, including lack of experience and time. A mechanism for preparing and supporting researchers and providers is needed if cancer centers are to implement patient-powered research agendas as recommended by PCORI.

The Praxis of Decoloniality in Researcher Training and Community-Based Data Collection.

In this paper, we detail our praxis of decoloniality in the context of a community-based study that employs a quantitative experimental methodology to evaluate an intervention for girls involved in the juvenile legal system. We resist the essentializing of methodology that positions quantitative paradigms as impermeable to reflexivity and decoloniality, and describe a model for training and supervising researchers engaged in an experimental randomized controlled trial of an advocacy program for girls, most of whom are girls of color and about half of whom identify as LGBT. In this way, we consider researcher training as a critical teaching context and describe the ways in which our training, community-based data collection, and supervision structure are anchored in de/anti/post colonial and indigenous scholarships. Specifically, our praxis is centered on conducting research as a site of resistance to hegemony, and practicing a critical compassion rooted in remembering complex personhoods. We further discuss the boundaries and limitations of our own epistemic power in relation to two central questions: how can researchers influence how knowledge is produced? How can researchers influence how knowledge producers are themselves produced?

Is Participatory Action Research an innovative pedagogical alternative for training teachers as researchers? The training plan and evaluation for normal schools.

Normal schools in Mexico train teachers for basic level education. Classified as Higher Education Institutions, part of their mandate is to conduct scientific research to improve educational quality. Currently, normal school students can meet graduation requirements by either writing a thesis or reporting on professional practice using Participatory Action Research (PAR). Teachers at normal schools have only limited experience in conducting and supervising PAR projects. With the aim of analyzing the situation and addressing this paradox, we used PAR to develop a plan to train normal school teachers in application of PAR methodology. We present the training proposal and evaluate its results in a pilot phase. These suggest that PAR represents an innovative option for training teachers to conduct research and therefore fulfill part of their responsibilities at normal schools in Mexico. Changes in institutional culture and structure would be required for successful implementation of PAR in this context.

Mentoring for Success in Tobacco Regulatory Science: A Qualitative Study.

OBJECTIVES: Our study explores the experiences of early career and senior scientists regarding mentorship and career trajectories in tobacco regulatory science (TRS). METHODS: We conducted 22 phone interviews with early career and senior tobacco regulatory scientists from July 2015 to January 2016. All interviews were conducted using a structured interview guide and analyzed using a thematic approach by 2 independent coders. RESULTS: TRS presents specific opportunities and challenges to scientists due to its focused goal of informing tobacco regulation. An understanding of US Food and Drug Administration (FDA) research priorities and how science can inform tobacco regulation are essential for effective mentorship in TRS. Careers in TRS can be pursued in various academic and non-academic professional roles; both offer the distinct ability to conduct science that impacts public policy. Early career and senior scientists identified the importance and challenge of providing broad training across the diverse disciplines of TRS. CONCLUSIONS: Effective mentorship in TRS requires that mentors possess an in-depth understanding of the scientific, regulatory, and legislative processes inherent to tobacco regulatory policy-making. A training program for mentors specific to TRS has the potential to meet diverse professional needs of mentors and mentees aiming to impact tobacco policy.